Expert Paradigm Research Articles

Criminal expertise and hacking efficiency

Criminal expertise plays a crucial role in the choices offenders make when committing a crime, including their modus operandi. However, our knowledge about criminal decision making online remains limited. Drawing on insights from cyber security, we conceptualize the cybercrime commission process as the sequence of phases of the cyber kill chain that offenders go through. We assume that offenders who follow the sequence consecutively use the most efficient hacking method. Building upon the expertise paradigm, we hypothesize that participants with greater hacking experience and IT skills undertake more efficient hacks. To test this hypothesis, we analyzed data from 69 computer security and software engineering students who were invited to hack a vulnerable website in a computer lab equipped with monitoring software, which allowed to collect objective behavioral measures. Additionally, we collected individual measures regarding hacking expertise through an online questionnaire. After quantitatively measuring efficiency using sequence analysis, a regression model showed that the expertise paradigm may also apply to hackers. We discuss the implications of our novel research for the study of offender decision-making processes more broadly.

ПРОБЛЕМА КОНСТРУИРОВАНИЯ ЭКСПЕРТНОЙ ПОЗИЦИИ В СОЦИАЛЬНЫХ МЕДИА И БЛОГАХ

The article discusses and systematizes the latest approaches of researchers of digital media, immaterial labor, publicity, and the sociology of knowledge to the conditions under which modern people can acquire expert status and how modern Internet technologies are used to construct an expert position online. For the traditional expert paradigm, the division into experts and ordinary people is important. The concepts of expert and expert activity are usually associated with official institutions. However, in modern mediatized society, this position is being revised. Technological innovation plays an important role in changing social perceptions of expert status. Researchers are analyzing the different formats and ways in which new types of “experts” publicly present themselves in the space of social networks and blogs.

Mindfulness as a tool for ADHD drivers: a comparative study of higher levels of self-awareness

Learning to become a mindful driver involves the acquisition of skills and striving to reach a level of attention and awareness of the driving activity. This learning process can be of value to drivers in general, and in particular, to those with ADHD, whose impaired attention, inter alia, heightens the risk for collisions. Mindfulness practices which, among other things, cultivate an attentive mind, could help them to overcome their cognitive challenges to become expert drivers. This article compares the practical application of mindfulness to established theory of learning skills. In this regard, the most valid comparison to be made is to the expertise paradigm. Previous research supporting this paradigm has shown that people move from primarily individual concerns for personal gain and the understanding of facts and features relevant to the skills that are being learned to more complex and sophisticated ways of understanding. The progression from novice to expert driver is, similarly, a process that takes the driver through transitions, challenges and transformations. Mindfulness, as a useful psychological construct, is explored in comparison to the theory of acquisition of skills and in relation to the Buddhist scripture Satipaṭṭhāna Sutta.

Interacción entre conectores y conocimiento previo en el procesamiento de la coherencia causal

El presente estudio tuvo por objetivo determinar el efecto de los conectores en la eficiencia del procesamiento de relaciones de coherencia causal en lectores con diversos grados de conocimiento previo. Se implementó un experimento con estudiantes universitarios de una misma área disciplinar utilizando el paradigma de lectura autocontrolada con ventana cumulativa y combinando mediciones en línea (tiempos de lectura) y fuera de línea (precisión en una tarea de verificación). Para controlar su grado de conocimiento previo, los participantes fueron agrupados según el paradigma Experto-Novato dependiendo del año de estudios en el que se encontraban. Nuestros datos muestran, a nivel general, que, pese a que los conectores causales incrementan los tiempos de lectura, facilitan una comprensión más profunda. En cuanto a la comparación entre grupos, si bien nuestros datos no muestran diferencias entre ellos, revelan el mismo patrón general. Estos datos sugieren que, al menos en entornos especializados, los conectores desencadenan una lectura intencionada, lo que en el caso de lectores con alto grado de conocimiento disciplinar, como los de nuestro estudio, involucra que los recursos cognitivos son utilizados para asegurar una comprensión profunda. Asimismo, nuestros datos sugieren que una lectura más veloz, no necesariamente asegura la construcción de una representación mental coherente.

Blending the Analytic Hierarchy Process and Fuzzy Logical Systems in Scenic Beauty Assessment of Check Dams in Streams

With Taiwan’s steep terrain and fracture geology, natural disasters are likely to occur after heavy rainfall. To reduce the effects of upstream sediment on human surroundings, check dams are an essential transverse structure for streams in watersheds. However, there is likely to be a detrimental visual impact on the landscape without consideration of the integration of dams with the environment. Based on previous studies of landscape assessment, this paper considers the factors of texture, color, and form, often used as part of expert paradigms, as the major aesthetic aspects of check dams. These factors are used to construct an expert questionnaire using the Delphi Method and Analytic Hierarchy Process (AHP). The preliminary criteria and weights for Scenic Beauty Assessment of check dams are determined based on the results of AHP. A Fuzzy Logical System is further applied to solve the linguistic fuzziness of landscape assessment so as to establish a complete expert scenic beauty assessment model. Five cases are further tested for comparison with 224 public samples with Scenic Beauty Estimation (SBE). Results demonstrate that the model presents the validity of expert paradigm and the reliability of the psychophysical paradigm. These results can provide a reference for engineering designers seeking to integrate check dams with the natural landscape. The results indicate that the present method can efficiently assess the scenic beauty of check dams as established by a scientific method.

Criteria for High Quality Biology Teaching: An Analysis

Helmke (2009) stresses that the detailed and temporal sequence of educational and teaching activities whose topic domain is restricted in educational institutions and which are didactically planned should be understood from the concept of teaching. Setting out from this definition, the concept of teaching quality is used for the sum of the teaching properties effective according to the previously set normative targets in a larger sense (Clausen, Reusser, & Klieme, 2003; Einsiedler, 2002). Research studies in this context make attempts at exhibiting the criteria for good teaching. The teaching models based on behavioral and cognitive learning approaches displayed by such educational researchers as Caroll, Ausebel, and Bloom are considered as the pioneers in this field (Hasselhom & Gold, 2006; Lipowski, 2009). So as to research teaching quality, the concepts of effective teaching and a good teacher were discussed, and research studies established different research traditions over time. They are reported as the paradigm of teacher personality, the process-product-paradigm, and expertise paradigm (Doyle, 1977). Several isolated variables are identified for teaching quality in independent research studies performed within the scope of those paradigms. Those variables are brought together on upper dimensions via meta-analysis studies, and attempts are made to determine and describe the criteria for quality teaching. The variables determined in those studies in relation to teaching quality are summarized in Table 1 based on Neuhaus (2007). The principles put forward initially by those attempts are considered to be independent of the field or to be teaching quality criteria.Dimensions determined accordingly mostly contain classroom management and related variables. Examining Tracers' behavioral patterns causing an increase in teachers' maximum performance Kouins (1976) identifies effective classroom management principles based on the paradigm of teacher personality. Classroom management, which is studied in the most detail and which is considered to be the central issue of teaching research, is considered from the following three perspectives: (I) imposing rules preventing time waste and disturbance, (2) time management for successful teaching, and (3) coping with disturbances effectively. Structuring the teaching process is yet another dimension considered in even different ways. Firstly, one way to structure a lesson is to segment the course into specific portable stages and sections and to divide the course content into pieces. On the other hand, teachers' directing students' attention to key points on the basis of cognitive psychological structuring may be regarded as presenting mental ties so as to build connections between old and new information. Managing the cognitive processes of learners in the teaching process in such a way is an important step in the formation of their cognitive structure. In this case, presenting concepts forming the lesson's content with teaching methods and techniques both in general and specific to the subject at hand seem to be of key importance (Eisiedler & Hardy, 2010; Lipowski, 2009). The results of national and international performance comparison studies add a new perspective to traditions. Thus, it is emphasized that the criteria used to ascertain teaching quality in studies be considered along with field specific combinations as well as their complex interactions with variables specific to the field (Ditton, 2002; Helmke, 2010).Normatively determined teaching properties of the biology are available within the didactics of biology (Berck, 2005; Eschenhagen, Kattmann, & Rodi, 2000; Killermann, Hiering, & Starosta, 2009; Kohler, 2004). According to the literature, teaching biology in accordance with scientific processes and skills is the main objective. Neuhaus (2007) suggests a theoretical framework in relation to adapting the general teaching quality criteria into the teaching of biology. …

Review of expertise and its general implications for correctional psychology and criminology

In this introductory article we begin by setting out the aims of this special issue, including: why the expertise paradigm may prove fruitful in understanding the proximal processes surrounding cognition, emotion and behavior at the scene of the crime; and to draw together strands of an emerging field at this important time in its development. We then go on to outline what we see as the key components of perceptual and procedural expertise as defined in mainstream cognitive psychology. We then review strands of complementary knowledge from allied fields in cognitive science that have developed in parallel and lend support for core basic elements of expertise. Adopting the notion that expertise is on a continuum and that most individuals will not reach the extreme end of competence, we describe a model of functional expertise which most people could achieve with practice. Finally, we then discuss ‘dysfunctional expertise’ that offenders might display through practice in a particular criminal domain and consider how this might enhance our understanding and prevention of criminal behavior.

Expertise and offending: Themes for future research

In this final article, we note how the expertise paradigm has allowed us to assess the psychological processes involved in experienced decision-making in a relatively precise and micro-analytical way, in both deviant and non deviant contexts. We note that expert decision-making involves the increasingly fast and automatic recognition, over time and repeated exposure, of environmental cues relevant to a domain of expertise. In turn, these cues trigger a range of routine and habitual behavioral scripts, rapidly and unconsciously chosen from mental schemas rich with information about what has worked in the past, and which is responsive to changing environments. All of the reviews in this special issue have found evidence suggesting that these processes are at work in the mind of the offender within the crime facilitative environments. We note the continuum of expertise in offenders redolent of expertise in general, and highlight the idea of encouraging offenders to use expertise related skills such as enhanced problem solving, in pro-social ways. We note the significant gaps in knowledge that this issue has illuminated in relation to practice, consciousness and individual differences, and suggest that research using simulations may make a considerable contribution to understanding offending behavior.

Describing Strategies Used by Elite, Intermediate, and Novice Ice Hockey Referees

Much is known about sport officials' decisions (e.g., anticipation, visual search, and prior experience). Comprehension of the entire decision process, however, requires an ecologically valid examination. To address this, we implemented a 2-part study using an expertise paradigm with ice hockey referees. Purpose: Study 1 explored the strategies referees indicated they used to make decisions. For Study 2, we sought to confirm the emergent codes of Study 1 and further examine referee expertise and evaluations of decision making. Method: In Study 1, 2 elite, 2 intermediate, and 2 novice referees wore helmet cameras for 1 game and participated in stimulated recall interviews, which were coded using theoretical and focused codes. Study 2 involved focus groups that each watched and commented on 2 helmet camera videotapes from Study 1; 1 videotape consisted of an elite referee's game and the other included an intermediate referee's game. The focus-group data were analyzed using the same coding structure from Study 1. Results: Combined, 3 distinct theoretical codes were identified: (a) primary referee strategies, (b) secondary referee strategies, and (c) cognitive and situational influences on refereeing. Study 1 showed that elite referees demonstrated more sophisticated knowledge of the 3 theoretical codes. In Study 2, elite referees demonstrated enhanced declarative knowledge compared with intermediate and novice participants. Conclusions: Elite referees have more elaborate knowledge bases than do nonelite referees. In the discussion, we explain our results and link them with the action plan profiles framework.

Public libraries, digital literacy and participatory culture

In recent years public libraries have experimented with user-generated or community-contributed content through the interactive tools of Web 2.0. For some commentators this not just establishes a new relationship between libraries and their publics, but signals the end of information hegemony and an ‘expert paradigm’. Such claims need to be treated with caution. This article argues that public library experiments with user-generated content can be more usefully analysed in the context of wider institutional mandates around literacy, civic engagement and access. This article critically examines some recent library developments in this field, with a particular focus on Australian libraries.

Auditor analytical review judgement: a performance evaluation

This study provides experimental evidence on several important measures for evaluating the performance of auditor judgement in an analytical review (AR) context. The results of the study suggest that UK auditors demonstrated only moderate level of judgement performance, as measured by consensus, consistency, and self-insight. Contrary to what might be expected, the study did not find that auditors from larger firms exhibited relatively greater consensus. In order to identify experience effects the paper employs the ‘expertise paradigm’ [Accounting, Organizations and Society 18 (1993) 425]. Significant experience effects were identified implying that auditor judgement performance might be improved if less straightforward judgements were to be made by more senior auditors than is currently the case. The results of the study may have implications for both the cost structures and staffing policies of audit firms.

Decision-making by experienced rugby referees: use of perceptual information and episodic memory.

The expertise paradigm was used in two studies to examine decision-making by rugby referees. Videoclips were used to assess infraction detection and knowledge base, or sources of information used. In Study 1, referees of high and low experience were compared, and in Study 2 referees and players were compared. Analysis by signal detection used a framework to classify types of information. Study 1 yielded no differences in detection of infractions as a function of experience, however, referees of high experience used significantly more sources of information than the group with low experience across all categories of information. In Study 2, there were no significant differences between referees and players, with the exception that referees displayed greater use of episodic memory information in decision-making.

Expert-novice differences in gymnastic judging: an information-processing perspective

The expertise paradigm has been used within the sport domain at the level of the athlete (e.g. Abernethy et al., 1994; Starkes et al., 1994) and the coach (e.g. Cote et al., 1995a). Research into the qualities of expertise and its development in judges of sport performance, however, has been very limited. The present research examined various sport-specific cognitive attributes that were predicted to lead to an expert advantage in gymnastic judging. Twelve novice and expert gymnastic judges were compared on a number of domain-specific tasks. Expert judges were significantly better at perceptually anticipating upcoming gymnastic elements from advance information. Also, gymnastic elements that were correctly anticipated were judged more accurately than those that had been anticipated incorrectly. Experts also exhibited significantly greater depth and breadth in their declarative knowledge base. These findings are consistent with other expertise research that has shown the expert advantage to be related to acquired processing strategies (e.g. Abernethy et al., 1994). An information-processing perspective is adopted to discuss these advantages in terms of training strategies and changes to the current gymnastic judging system. Copyright © 1999 John Wiley & Sons, Ltd.

Expert-novice differences in gymnastic judging: an information-processing perspective

The expertise paradigm has been used within the sport domain at the level of the athlete (e.g. Abernethy et al., 1994; Starkes et al., 1994) and the coach (e.g. Côté et al., 1995a). Research into the qualities of expertise and its development in judges of sport performance, however, has been very limited. The present research examined various sport-specific cognitive attributes that were predicted to lead to an expert advantage in gymnastic judging. Twelve novice and expert gymnastic judges were compared on a number of domain-specific tasks. Expert judges were significantly better at perceptually anticipating upcoming gymnastic elements from advance information. Also, gymnastic elements that were correctly anticipated were judged more accurately than those that had been anticipated incorrectly. Experts also exhibited significantly greater depth and breadth in their declarative knowledge base. These findings are consistent with other expertise research that has shown the expert advantage to be related to acquired processing strategies (e.g. Abernethy et al., 1994). An information-processing perspective is adopted to discuss these advantages in terms of training strategies and changes to the current gymnastic judging system. Copyright © 1999 John Wiley & Sons, Ltd.

Design considerations in the real-time implementation of multiple expert image classifiers within a modular and flexible multiple-platform design environment

A modular multiple platform design environment is proposed for the real-time implementation of image analysis systems suited to tasks such as visual inspection and other similar applications involving the analysis of two-dimensional (2D) shapes. The design strategies proposed are particularly suited to the implementation of high performance image classifiers based on the multiple expert paradigm. The unified configuration includes an integrated environment incorporating different software and hardware platforms to maximize the overall efficiency of the complete image processing or recognition task. One of the major application areas of such systems is the recognition of handwritten characters. In recent years, a new generation of handwritten recognition systems has been explored which is based on a multiple expert paradigm. The decision combination required for these configurations is a specialized data fusion process. It has been found that these multiple expert decision combination configurations can easily outperform most of the individual experts working on their own, but successful integration of decisions taken by multiple experts depends not only on the access to different individual algorithms implemented and applied independently, but also on optimized implementations of these individual algorithms. It has been demonstrated that different image processing and recognition algorithms cannot be completely optimized on a single implementation platform. On the contrary, it has been found that different processes can be implemented with maximum efficiency on different platforms. In this paper, comparative performance analysis of the same algorithms on different platforms has been carried out to select the optimum implementation platform for different algorithms in terms of complexity and execution time constraints with the aim of implementing various multiple expert decision combination configurations, and very encouraging results have been achieved. This reasoning has been further explored to build a generalized, flexible and modular design environment to facilitate the incorporation of pipelined multiple platform implementations suitable for a range of image processing, image analysis and computer vision applications.